Morales Ordoñez, Isaac AndresBravo Torres, Jack FernandoPérez Fernández, María DoloresBravo Torres, Wilson Daniel2023-01-172023-01-172022978-989758562-32184-5026http://dspace.ucuenca.edu.ec/handle/123456789/40751https://www.scopus.com/record/display.uri?eid=2-s2.0-85140878942&doi=10.5220%2f0011092200003182&origin=inward&txGid=5738db546c466319ed4ce0d87fa3d876This article presents a proposal for the development of a collaborative curriculum and instructional design at the university. It starts from the premise that teaching-learning processes at any level of training must be designed, managed and implemented in a collaborative way, supported by teacher structures grouped around their domains of knowledge. Moreover, we consider as central axes of all curricular and instructional design a correct selection and structuring of the contents to be studied, based on the identification of the conceptual structures of the topics under study (threshold concepts and their interlinkages) together with an appropriate definition of the desired learning outcomes and evaluation tools.es-ESThreshold conceptsCollaborative teachingConceptual structure of knowledgeLearning outcomesTeacher cloistersARTÍCULO DE CONFERENCIA10.5220/0011092200003182